Architecture & Built Environment

Architecture and agency: ethics and accountability in teaching through the application of Open Building principles

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Architecture & Built Environment

This paper will explore the notion of ethics in the built environment, and professional accountability, topics which are generally sidelined or given little direct consideration in teaching and practice. However, this status quo is increasingly being questioned. Built environment educators and practitioners need now to develop the intellectual and skill resources to address new questions, formulate a position, and set guidelines to be able to incorporate and make these ‘measurable’ in the performance of educators and practitioners, and for achieving a level of accountability.

Transformation issues in the teaching of architectural design

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Architecture & Built Environment

As a teacher of architectural design in the first year of the Bachelor of Architectural Studies degree at the University of the Witwatersrand, I found that the attrition amongst certain groups of "previously disadvantaged" students was noticeably higher than amongst white students. It became my focus to empirically adapt my teaching to try to facilitate the potential for a successful outcome for all students.

This paper describes the course before 2009, the pedagogical interventions that were made from 2009 to 2011 and the course outcomes. The interventions mainly consisted of practical reorganization, building up cognitive skills and academic behaviours. Current research should reveal whether or which interventions may have influenced the improved throughput.

The social dimension of studio space: face-to-face and beyond - exploring online learner experience

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Architecture & Built Environment

There is wide acceptance that the studio stands central to architectural design education (Bakarman, 2003, 2005; Kuhn 2001; Forsyth., Zehner and McDermott 2007). It is a social environment (Gross, 1997; Chen and You 2010:152) which is characterised by communication, critique and collaboration. The studio is a physical place that facilitates pedagogy that supports community-centred instruction. It utilizes the theories of apprenticeship, social constructivism, socio-cultural theory of learning, collaborative learning, situated learning in communities of practice and enculturation.

Designing from Behind the Camera: Creative interdisciplinarity in film, architecture and interior design

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Architecture & Built Environment

The good, bad, and ugly in architectural case studies

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Architecture & Built Environment

This paper describes the results of an academic assignment given to a group of undergraduate architectural design students, in which each student was required to conduct research and compose case-study reports on selected works of architecture to support individual identification of each of these works as “good”, “bad”, or “ugly”. Each student was free to select whichever works of architecture they wished as subjects for their research, and to illustrate these works by whatever means they found appropriate. Each student selected several buildings as examples, and each student composed a multi-page illustrated and written report summarizing their research and concluding with specific attributions for each selected work.

 

Intersections of the Indigenous and Modern in Settlement Planning Concepts and Traditions in Africa

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Architecture & Built Environment

Full title: Learning From Synergies Between the Intersections of the Indigenous and
Modern in Settlement Planning Concepts and Traditions in Africa:

The study of indigenous knowledge systems (IKS) in the built-environment disciplines has for a long time been limited and trapped in the idyllic discourses of 'exotic’ or 'primitive' architecture, and the ‘organic’ nature of the development and planning of such built forms and settlements, by emphasizing the essentially transient nature of these built forms.

Designing in Person – Locally and Globally

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Architecture & Built Environment

Professional undergraduate degree programs in built environment disciplines prepare students to become practicing architects, interior and landscape architects, industrial designers, planners and construction managers. However, students are rarely exposed to projects in their coursework or in work experience that challenge them beyond the theoretical, and adequately assist them in developing empathy for the needs of disadvantaged or marginalised groups in our society. Design students generally work on briefs provided by their studio leaders, and within discipline-specific groups of their educations programs.

Breaking the Barriers – Accessing the Theoretical Perspectives on the Road to Structure and Form

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Architecture & Built Environment

A wide range of geometric principles, concepts and perspectives, invariably sourced in ancient times, offer potential as problem solving tools in the twenty-first century. This appears to be accepted by design teachers and instructors worldwide, but evidence for the wide-spread inclusion and systematic delivery of such material in the design curriculum of the first decade of the twenty-first century is largely lacking.

Architectural Knowledge and Iterative Mediating Artifacts

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Architecture & Built Environment

This paper seeks to extend Donald Schön’s often-referenced and widely-accepted observations that design, specifically architectural design, is a reflective “conversation with materials” consisting of a cyclical process of “reflection-in-action”. Specifically, the paper argues for the extended applicability of these observations to the question of analysis of existing architecture.

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DEFSA promotes relevant research with the focus on design + education through its biennial conferences, to promote professionalism, accountability and ethics in the education of young designers

Design Educators of South Africa...

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